Iranian Journal of Medical Education

Introduction: The present study was carried out as part of the needs assessment program of virtual training at Isfahan University of Medical Sciences with the aim of evaluating the readiness level of faculties with regard to virtual training from the perspective of the deputies and authorities of education development offices at the faculties.

Methods: This study was a descriptive cross-sectional research. An 18-item researcher-made instrument was used for assessing the following four domains: infrastructures (4 items), faculty’s resources (2 items), students’ readiness (5 items), faculty members’ readiness (6 items) and their attitudes towards virtual training (1 item).  Data were collected through the officials in each faculty and analyzed by means of descriptive statistics.

Results: The mean score of readiness in the field of virtual training development was 4.99±1.20. Among the four domains, students’ readiness (5.38±1.37) and resources (4.60±1.65) had the highest and lowest scores respectively. The mean score of attitudes revealed a moderate level of the subjects’ attitudes.

Conclusion: The results showed that despite their moderate attitude to virtual training development in the faculties, the participants assessed the faculty members and faculties’ readiness for planning and resource supply as inadequate. Nevertheless, the faculty infrastructures had a more favorable status compared to the other two domains from the respondents’ viewpoints.